Advancement of Athletic Training Clinical Education Through Preceptor-Led Instructional Strategies.
| Autor: | Burton, Connor A., Winkelmann, Zachary K., Eberman, Lindsey E. |
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| Předmět: |
ATHLETIC trainers
COMMUNICATIVE competence HEALTH occupations students LEARNING strategies MEDICAL preceptorship MENTORING QUALITY assurance QUESTIONNAIRES REFLECTION (Philosophy) T-test (Statistics) DECISION making in clinical medicine TEACHING methods PHYSICAL training & conditioning INTER-observer reliability CLINICAL education INTRACLASS correlation |
| Zdroj: | Athletic Training Education Journal (Allen Press Publishing Services Inc.); Jul-Sep2019, Vol. 14 Issue 3, p223-232, 10p |
| Abstrakt: | Context: Athletic training programs blend didactic experiences with clinical practice opportunities with varied patient populations. Traditionally, clinical education relies heavily on the preceptor to supervise, instruct, and mentor the professional athletic training student (P-ATS) during clinical education. Objective: To describe a preceptor-led educational technique focused on creating meaningful clinical experiences that guide the P-ATS to self-reflect and improve clinical decision-making. Background: Preceptors are expected to create an effective learning environment at their clinical site that prepares the PATS for independent clinical practice, yet some authentic patient encounters and administrative tasks may not be possible because of the nature of the clinical site. By implementing novel clinical education techniques that mimic clinical practice, the P-ATS can engage in meaningful clinical experiences in a safe environment, which aids in professional readiness for independent clinical practice that address learner goals and deficiencies in areas with minimal opportunities for real-time encounters . Description: The preceptor designed educational techniques to cultivate meaningful clinical experiences that included incognito standardized patient encounters, structured debriefing, and reflective journaling. Clinical Advantages: A 3-fold benefit exists. First, the P-ATS engages in meaningful clinical experiences to enhance professional readiness for replication of independent clinical practice. Second, the P-ATS develops soft skills, such as metacognitive reflection and quality improvement strategies, after completing the debrief sessions and reflective journaling. Lastly, the preceptor shares contemporary expertise through designing and implementing instructional strategies that mentor the P-ATS through difficult conversations and unique patient presentations. Conclusions: Implementation of novel instructional strategies within clinical education demonstrates the ability for the PATS to engage in real-time clinical experiences in a safe environment and under the guidance of the preceptor [ABSTRACT FROM AUTHOR] |
| Databáze: | Complementary Index |
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